História do curso de Pedagogia do Centro de Educação da UFPB: fontes documentais e memórias de professores (1984-1996)

• Autor(a) principal: Ferrer, Rossana Farias Queiroz
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/18460
• topic: História; Memória; Reestruturação curricular; Curso de Pedagogia; History; Memory; Curricular restructuring; Pedagogy course; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This work sought to analyze the Pedagogy Course of the Federal University of Paraíba, considering documents and the memories of teachers who experienced the history of curriculum restructuring (1984-1996) of the Course. Since the institutionalization in the higher education system in 1939, the Pedagogy Course in Brazil is permeated by controversies about its specificity and characteristics, and these discussions were reflected in the legislation that over the decades regulated the course objectives and the scope of its curriculum. In this context, national mobilizations composed by educators to reformulate the course, motivated by the understanding of the teaching action as the foundation of the pedagogical work, are beginning to emerge in the country, contesting the fragmentation in qualifications resulting from the educational policy of the military dictatorship until then. In this space, the intention of this work, focused on the period from 1984 to 1996, through the justification of representing a period in which there were intense mobilizations by the academic community of the Federal University of Paraíba, in line with the educational movements that took place in the country, resulting in the creation of an Internal Commission for Reformulation of the Pedagogy Course composed by teachers of the Education Center in 1984. The period extends until 1996, when, in fact, the curricular restructuring occurred through CONSEPE Resolution 13/96. In this way, the memories of the teachers who participated in this context were invited to return to the past, manifesting themselves in the form of memories, forgetfulness or silence. To contemplate this productive link between memory and history, this work reveals the political-educational bias that involved this periodization and the implications for the curricular matrix of the Pedagogy Course.